« Je suppose que lorsque beaucoup de personnes, collectivement et ouvertement, ne vous aiment pas, vous commencez à trouver un rejet en vous-même » : expériences d’appartenance chez des adolescentes autistes assignées de sexe féminin à la naissance dans des contextes scolaires ordinaires

Titre original en anglais : “I Guess when a Lot of People Collectively Outwardly Don’t Like you, you Start to find a Dislike Within Yourself”: Experiences of Belonging Among Autistic Adolescents Assigned Female at Birth in Mainstream School Settings

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Pearson, A., Brennan-Devine, N., Clarke, C., Kakoulidou, M., Kelly, L. B., Moyse, R., & Pavlopoulou, G. (2025). “I Guess when a Lot of People Collectively Outwardly Don’t Like you, you Start to find a Dislike Within Yourself”: Experiences of Belonging Among Autistic Adolescents Assigned Female at Birth in Mainstream School Settings. School Mental Health, 17(4), 1373-1388. https://doi.org/10.1007/s12310-025-09813-7

Date de publication: 01/10/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
Source OpenAlex Source éditeur (DOI) Texte intégral

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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Amy Pearson *
  2. Natassja Brennan-Devine
  3. Chris Clarke
  4. Myrofora Kakoulidou
  1. Laura Beth Kelly
  2. Ruth Moyse
  3. Georgia Pavlopoulou

Résumé

Résumé. Il existe des preuves que le sentiment d’appartenance favorise l’acceptation sociale des élèves et constitue un facteur de protection contre des issues psychologiques néfastes. Malgré cela, peu de recherches ont examiné les expériences d’appartenance des filles autistes dans les écoles ordinaires et ce qui doit changer pour faciliter l’appartenance. Les constructions personnelles et les expériences vécues d’appartenance à l’école ont été explorées au moyen d’entretiens semi-structurés et d’activités personnalisées (p. ex., des dessins et de la poésie) avec 18 adolescentes autistes assignées de sexe féminin à la naissance (AFAB) dans des contextes scolaires ordinaires. Les participantes ont été impliquées dans le processus d’analyse des données en commentant les codes et les thèmes. Nous avons généré trois thèmes principaux à partir des données. Thème 1) « Vouloir se sentir vues et entendues » portait sur la reconnaissance et la validation de l’expérience et de l’identité autistes, ainsi que sur la manière dont la compréhension de l’autisme éclaire les pratiques. Thème 2) « Aspirer à appartenir » portait sur l’expérience des jeunes personnes qui tentent de développer des relations avec les autres, leurs expériences lorsqu’elles essaient de s’intégrer, et l’impact que cela avait sur elles. Thème 3) « L’accumulation sensorielle entraîne un repli » portait sur la nature accablante de l’environnement sensoriel à l’école, et sur l’impact que cela a à la fois sur l’expérience d’apprentissage et l’expérience sociale. Toutes les participantes souhaitent être valorisées de l’extérieur, entendues et impliquées dans la communauté scolaire. Toutefois, des aspects du camouflage, de la stigmatisation et des expériences sensorielles limitent l’appartenance des filles à l’école. Les implications pour les professionnels et les recherches futures sont examinées, ainsi que des recommandations. Ces dernières peuvent éclairer les futures politiques et pratiques de santé mentale à l’école afin de créer des environnements scolaires émotionnellement sains, dans lesquels les jeunes personnes autistes peuvent être elles-mêmes de manière authentique et vivre au mieux leur vie.

Abstract There is evidence that feeling a sense of belonging supports pupils’ social acceptance and is a protective factor against harmful psychological outcomes. Despite this, limited research has considered autistic girls’ belonging experiences in mainstream schools and what needs to change to facilitate belonging. Personal constructs and lived experiences of school belonging were explored using semi-structured interviews and personalised activities (e.g. drawings and poetry) with 18 autistic adolescents assigned female at birth (AFAB) in mainstream school settings. Participants were involved in the data analysis process as they commented on codes and themes. We generated three main themes from the data. Theme 1) “Wanting to feel seen and heard” focussed on the recognition and validation of the autistic experience and identity, and how understanding of autism informs practice. Theme 2) “Longing to belong” focussed on the young people’s experience of trying to develop relationships with others, their experiences of trying to fit in, and the impact that this had on them. Theme 3) “Sensory build-up results in shutdown” focussed on the overwhelming nature of the sensory environment in school, and the impact that this has on both the learning and social experience. All participants want to be externally valued, heard, and involved in the school community. However, aspects of masking, stigma and sensory experiences limit the girls’ belonging in school. Implications for professionals and future research are discussed along with recommendations. The latter can inform future school mental health policy and practice to create emotionally healthy school environments, in which autistic young people can be their authentic selves and have their best lives.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
92
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
12 / 92 (13,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
22 / 392 (5,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 22 / 153 (14,4 %). Auteurices cité·es distinct·es identifié·es comme autistes : 12 / 316 (3,8 %).
Occurrences citées rattachées à la base AutiHub
153 / 392 (39,0 %)
Auteurices cité·es distinct·es rattaché·es : 94 / 316 (29,7 %)
Occurrences rattachées, non identifiées comme autistes
131 / 153 (85,6 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 131 / 392 (33,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 82 / 94 (87,2 %).
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